The Behavioral Modification program was designed to create positive alternatives for students who are having problems in the regular school setting. This program will partner with Life Skills, Inc. and will operate in conjunction with the local program systems (such as the Juvenile Court, Department of Juvenile Justice, and Department of Social Services) who will provide referrals for students who have presented a lack of social skills, behavior issues, and/or truancy problems.
This Behavioral Modification system is designed to modify a student's behavior on a daily basis. It is used to give students clear behavioral expectations and guidelines and to provide incentives for appropriate behavior. The students must maintain a specific daily average over a nine-week period in order to qualify for transitions back into their regular school program along with (but not limited to) the following:
1. keeping body and objects to self
2. following directions/participation
3. respecting self, others, and property
4. use of appropriate language
5. staying on task
We offer an innovative approach to education and hope to equip the students with the capabilities to improve and develop their personal, academic, and professional growth.
All students are placed in this program upon referral from their school or other district administrator to the District Discipline Committee. Other agencies such as the Juvenile Court, the Department of Juvenile Justice, the Division of Community Based Services, or a parent can also make the referral. Placement occurs due to difficulties a student may have experienced while at home, at school, in the community, or due to involvement with law enforcement agencies. Each placement is reviewed by the staff and the student's needs and strengths are discussed. The staff uses the information from the referring school, student self-evaluations, parental evaluations, observations, and assessments to create an individual plan for each student.
Goals for the specific academic, social-emotional, behavioral, and vocational needs of each student. The interventions necessary to address the students' needs, a timeline for meeting the treatment plan, and plans for assessing the student's progress are developed. Student progress will be reviewed and reported on a monthly basis by the transition team to a representative of the student's program on a monthly basis. A decision for movement o the next phase, and ultimately, transition back to the student's school will be made by the transition team and the district representative for the student's school.